Don’t Touch That Dial!

A respected Swiss scientist, Conrad Gessner, might have been the first to raise the alarm about the effects of information overload. In a landmark book, he described how the modern world overwhelmed people with data and that this overabundance was both “confusing and harmful” to the mind. The media now echo his concerns with reports on the unprecedented risks of living in an “always on” digital environment. It’s worth noting that Gessner, for his part, never once used e-mail and was completely ignorant about computers. That’s not because he was a technophobe but because he died in 1565. His warnings referred to the seemingly unmanageable flood of information unleashed by the printing press.

Worries about information overload are as old as information itself, with each generation reimagining the dangerous impacts of technology on mind and brain. From a historical perspective, what strikes home is not the evolution of these social concerns, but their similarity from one century to the next, to the point where they arrive anew with little having changed except the label.

These concerns stretch back to the birth of literacy itself. In parallel with modern concerns about children’s overuse of technology, Socrates famously warned against writing because it would “create forgetfulness in the learners’ souls, because they will not use their memories.” He also advised that children can’t distinguish fantasy from reality, so parents should only allow them to hear wholesome allegories and not “improper” tales, lest their development go astray. The Socratic warning has been repeated many times since: The older generation warns against a new technology and bemoans that society is abandoning the “wholesome” media it grew up with, seemingly unaware that this same technology was considered to be harmful when first introduced.

Gessner’s anxieties over psychological strain arose when he set about the task of compiling an index of every available book in the 16th century, eventually published as the Bibliotheca universalis. Similar concerns arose in the 18th century, when newspapers became more common. The French statesman Malesherbes railed against the fashion for getting news from the printed page, arguing that it socially isolated readers and detracted from the spiritually uplifting group practice of getting news from the pulpit. A hundred years later, as literacy became essential and schools were widely introduced, the curmudgeons turned against education for being unnatural and a risk to mental health. An 1883 article in the weekly medical journal the Sanitarian argued that schools “exhaust the children’s brains and nervous systems with complex and multiple studies, and ruin their bodies by protracted imprisonment.” Meanwhile, excessive study was considered a leading cause of madness by the medical community.

When radio arrived, we discovered yet another scourge of the young: The wireless was accused of distracting children from reading and diminishing performance in school, both of which were now considered to be appropriate and wholesome. In 1936, the music magazine the Gramophone reported that children had “developed the habit of dividing attention between the humdrum preparation of their school assignments and the compelling excitement of the loudspeaker” and described how the radio programs were disturbing the balance of their excitable minds. The television caused widespread concern as well: Media historian Ellen Wartella has noted how “opponents voiced concerns about how television might hurt radio, conversation, reading, and the patterns of family living and result in the further vulgarization of American culture.”

These fears have also appeared in feature articles for more serious publications: Nicolas Carr’s influential article “Is Google Making Us Stupid?” for the Atlantic suggested the Internet was sapping our attention and stunting our reasoning; the Times of London article “Warning: brain overload” said digital technology is damaging our ability to empathize; and a piece in the New York Times titled “The Lure of Data: Is It Addictive?” raised the question of whether technology could be causing attention deficit disorder. All of these pieces have one thing in common—they mention not one study on how digital technology is affecting the mind and brain. They tell anecdotes about people who believe they can no longer concentrate, talk to scientists doing peripherally related work, and that’s it. Imagine if the situation in Afghanistan were discussed in a similar way. You could write 4,000 words for a major media outlet without ever mentioning a relevant fact about the war. Instead, you’d base your thesis on the opinions of your friends and the guy down the street who works in the kebab shop. He’s actually from Turkey, but it’s all the same, though, isn’t it?

There is, in fact, a host of research that directly tackles these issues. To date, studies suggest there is no consistent evidence that the Internet causes mental problems. If anything, the data show that people who use social networking sites actually tend to have better offline social lives, while those who play computer games are better than nongamers at absorbing and reacting to information with no loss of accuracy or increased impulsiveness. In contrast, the accumulation of many years of evidence suggests that heavy television viewing does appear to have a negative effect on our health and our ability to concentrate. We almost never hear about these sorts of studies anymore because television is old hat, technology scares need to be novel, and evidence that something is safe just doesn’t make the grade in the shock-horror media agenda.

The writer Douglas Adams observed how technology that existed when we were born seems normal, anything that is developed before we turn 35 is exciting, and whatever comes after that is treated with suspicion. This is not to say all media technologies are harmless, and there is an important debate to be had about how new developments affect our bodies and minds. But history has shown that we rarely consider these effects in anything except the most superficial terms because our suspicions get the better of us. In retrospect, the debates about whether schooling dulls the brain or whether newspapers damage the fabric of society seem peculiar, but our children will undoubtedly feel the same about the technology scares we entertain now. It won’t be long until they start the cycle anew.